Magenta Principles by Mike Hughes Irrespective of differences

Magenta Principles by Mike Hughes Irrespective of differences in age, ability and subject, one general principle holds true: in order to make sense of information you must do more than simply receive and reproduce it – you have to do something with it. (Mike Hughes) Learning is the consequence of thinking…therefore our job is to get them to think Language is central to thinking…therefore our job is to get them to talk Learning is an active process…therefore our job is to get them doing

Magenta Principles for this workshop Constructing meaning Building up meaning Assemble understanding of an issue or concept. All students get some information but not all of it. Working together they assemble the information to make sense of it. (Snowballing, Jigsaw) Assemble it: Carousel activities piecing together information. From pairs, to fours, to eights in group work. Group work where roles of responsibility are distributed. Information placed at different stations to be collected and assembled. Using the information to apply it in a different context. Students can present their ideas in different ways. This enables them to draw on their own learning styles whether it is a visual, auditory or kinaesthetic approach to making sense of the information. (Presenting, Creating) Visualising something practically and bringing it to life. Using the information given to be creative. Adding in empathy into the information. Using the information to put yourself in the shoes of the people involved. (Role-Playing, Physicalising) Apply it: Presenting new information to others. In the form of a poster, leaflet or presentation. Using ICT to present information differently. Using different visual ideas to present information. A diagram, graph, table, mind map, storyboard, script, research paper or poem. Acting it out: Role-playing a given situation. Creating characters from a historical event. Going in role as a researcher, crime investigator, interviewer etc. Physicalising a science experiment. Acting out a situation before being faced with the real event. Creating news reports and presentations.

Activity planning in Childcare Use information from different places Create activity plan Student is observed by assessor

Examples of Magenta Principles in H&SC Use information from different places Textbook, video clips, teacher resources/examples, newspapers and independent research (homework). Present ideas in a different context. Present ideas in the form of a poster, leaflet, Power. Point presentation or a game. Bringing information to life. Creating a news reports and presentations

Body Image Lesson Objective: • To understand why people may feel unhappy with their body shape • To explore the effect of the media on body image Literacy Objective • To develop an informed argument and use H&SC terminology when presenting.

Appearance • The way we look and how we think we look are often very different; and both influence our self-concept. • Over the last 40 years, people have become more concerned with appearance and whether they measure up to society’s expectations. • Looking young has become much more important and many people find getting old a challenge. • This issue affects both males and females. • It is particularly important in adolescence, when young people create their identities. • It is important to realise we are all different; and that the media images we see are a few people’s view on how people should look.

Discussion and feedback Share your research (homework) examples of body image in the news-media. • Are they positive examples or a negatives examples? • Do they show men or women? • Do they show a variety of sizes and shapes for the people used? • What are they trying to sell/say? 10 minutes

MAIN TASK �In pairs you will create a short debate for a 3 minute piece on BBC news about Body image. �It MUST BE A BALANCED LOOK AT BODY IMAGE IN THE MEDIA �So it will. . . �Be criticising the media for showing negative body images AND ØPraising the media for showing positive body images ØConclude with your own opinion

Research task 1: Video clips As part of your research for the BBC you have been given some videos to watch 10 minutes Add arguments to a table in your book: Negative use of the media Positive use of the media

Research task 2 • Around the room are examples of body image in the media. • You and your partner must decide if you will use them for your debate. • You will also use the independent research you brought in today!

1. Dove campaign • “Love the skin you’re in!” • Dove has men and women of all shapes, ages and sizes on its adverts.

2. Gok Wan- How To Look Good Naked Gok Wan has famously created a show which boosts men and women’s self confidence without making them change anything about their physical appearance.

3. Models who are ‘average sizes’ More and more fashion designers are using models who are not Size 0. This image was shown as part of London fashion week, 2010. This model is a size 14, the size below the UK average of 16.

4. Airbrushing in adverts • Many advertising companies have recently admitted to airbrushing their pictures. • This means the images shown are ‘improved’ (by computer) versions of the actual pictures taken.

5. Size 0 models Fashion houses, for example Gucci, design and create clothes for one size of model to show in catwalk shows, Size 0.

6. Celebrity magazines ’Britney gets fat’ and calling size 8 -10 girls ‘Curvy Girls’ are some of the headings young people can read in magazine’s like heat.

Performances

Examples of Magenta Principles in Use information from different places Bringing information to life. Present ideas in a different context. Textbooks, films, documentaries, teacher examples, newspapers, statistics, social research etc. Role-playing a given situation or going into the role of someone. Present ideas in the form of a poster, leaflet, Power. Point presentation and answering exam questions.

Role-play cards

The Hot seat End 2: 00 1: 01 1: 02 1: 03 1: 04 1: 05 1: 06 1: 07 1: 08 1: 09 1: 10 1: 11 1: 12 1: 13 1: 14 1: 15 1: 16 1: 17 1: 18 1: 19 1: 20 1: 21 1: 22 1: 23 1: 24 1: 25 1: 26 1: 27 1: 28 1: 29 1: 30 1: 31 1: 32 1: 33 1: 34 1: 35 1: 36 1: 37 1: 38 1: 39 1: 40 1: 41 1: 42 1: 43 1: 44 1: 45 1: 46 1: 47 1: 48 1: 49 1: 50 1: 51 1: 52 1: 53 1: 54 1: 55 1: 56 1: 57 1: 58 1: 59 0: 01 0: 02 0: 03 0: 04 0: 05 0: 06 0: 07 0: 08 0: 09 0: 10 0: 11 0: 12 0: 13 0: 14 0: 15 0: 16 0: 17 0: 18 0: 19 0: 20 0: 21 0: 22 0: 23 0: 24 0: 25 0: 26 0: 27 0: 28 0: 29 0: 30 0: 31 0: 32 0: 33 0: 34 0: 35 0: 36 0: 37 0: 38 0: 39 0: 40 0: 41 0: 42 0: 43 0: 44 0: 45 0: 46 0: 47 0: 48 0: 49 0: 50 0: 51 0: 52 0: 53 0: 54 0: 55 0: 56 0: 57 0: 58 0: 59 In groups: • One group will be selected a random to sit in the ‘hot seat’. • Another group will write a key term on the board for the person in the hot seat to guess. • Group members can help their hot seat member by using actions to give clues BUT MUST NOT; say any of the words on board or state any of the starting letters.

Think - Pair - Share How could these Magenta Principles be implemented in your curriculum areas? How can these Magenta Principles be connected across the curriculum ?